So it’s crucial that you continually model it, checking and reviewing throughout lessons. Research studies identify student misconceptions in many areas of redox equations: loss and gain of electrons increase and decrease in oxidation number identifying oxidation and reduction identifying oxidising and reducing agents. Common examples are the function of salt bridges, direction of electron flow – which cell goes on the left and which the right – and details of how the cell is set up using standard conditions and conventional representations. You can monitor student understanding with multiple choice questions to diagnose areas of misconception within the cell. I model it with clear diagrams for the two half-cells, detailing how they are constructed, then making these electrochemical cells practically (rsc.li/3rfIMoL) and measuring the voltage produced. To move this learning forward, explore how to use this electron transfer in electrochemical cells. Calculation work: how to calculate E cell explaining feasibility using data the electrochemical series.Redox equations: writing and combining half-equations to show the feasible direction identifying oxidising and reducing agents.The cells: how they’re set up drawing labelled diagrams function and use of salt bridges their equilibriums.I have found the RADAAR approach helpful. By scouring the examiner reports from recent A-level examinations, I identified some key pinchpoints and split them into three categories. This topic has several pinchpoints, so ensure you plan in time to identify, diagnose and address these. It’s essential to both thoroughly prepare before each lesson and to take time to carefully review student work. Underlying issues can easily propagate if left unchecked. Research shows that electrochemical cells and related topics are particularly challenging for pupils because they require simultaneous use of several ideas. There are slight nuances – each specification has a slightly different focus on what they want students to know, apply and understand, so start from a point of clarity. Brush up on your subject knowledge by first reviewing your exam board’s specification. This challenging area has taken me years to teach with absolute confidence. When teaching this topic, it is critical to be clear in your explanations, confident in your use of ionic and half-equations, and able to anticipate pitfalls. Interacting with different representations of Johnstone’s triangle using modelling is a fantastic way to boost student understanding
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